DOCUMENT RESUME ED 285 128 CS 008 877 · DOCUMENT RESUME ED 285 128 CS 008 877 TITLE Reading K-12. INSTITUTION Taunton Public Schools, MA. PUB DATE 87 NOTE 96p.; Prepared by the K-12

DOCUMENT RESUME

ED 285 128 CS 008 877

TITLE Reading K-12.INSTITUTION Taunton Public Schools, MA.PUB DATE 87NOTE 96p.; Prepared by the K-12 Reading Curriculum

Committee.PUB TYPE Guides - Classroom Use - Guides (For Teachers) (052)

EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Curriculum Development; Elementary Secondary

Education; Library Skills; Parent Participation;Phonics; Program Descriptions; Reading Centers;Reading Comprehension; Reading Improvement; *ReadingInstruction; Reading Research; Reading Skills;Recreational Reading; Study akills; Test Wiseness;Vocabulary Development; Word Lists; WordRecognition

IDENTIFIERS Becoming a Nation of Readers

ABSTRACTThis curriculum guide offers suggestions for reading

improvement for grades K-12. Following an introduction and statementof philosophy, a section on the theoretical and research basis of theprogram outlines recommendations from the National Academy ofEducation's Commission on Education and Public Policy's "Becoming aNation of Readers" (Robert Glaser), emphasizing parental involvement,phonics instruction, comprehension instruction, and continuingprofessional development for teachers. Sections four and five examinefrequency of instruction and the scope and sequence of reading skillsin grades K-8. Sections six through nine, focusing on wordrecognition and vocabulary development skills, reading comprehension,study skills, and recreational reading, and include instructionalassumptions and definitions for each category. Section ten,subdivided kindergarten through eighth grade, outlines learningobjectives for each grade level, while section eleven describes thereading program for the Taunton (Massachusetts) high schools,including information on a reading lab, individualized reading andrelated objectives, and test taking techniques and relatedobjectives. (JC)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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TABLE OF CONTENTS

COMMITTEES

School Committee

Administration

Community Based Advisory Council

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Reading Curriculum K-12

INTRODUCTION 4

PHILOSOPHY

THEORETICAL AND RESEARCH BASIS FOR THE TAUNTON, MASSACHUSETTSK-12 READING CURRICULUM 5

FREQUENCY OF INSTRUCTION 15

SCOPE AND SEQUENCE OF READING SKILLS K-8 16

Word Recognition/Vocabulary Development: InstructionalAssumptions and Definitions 17

Skill Chart 20

Comprehension: Instructional Assumptions and Definitions 24

Skill Chart 25

Study Skills: Instructional Assumptions and Definitions 27

Skill Chart 28

Recreational Reading: Instructional Assumptions andDefinitions 31

Skill Chart 32

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TABLE OF CONTENTS (Continued)

GRADE LEVEL LEARNING OBJECTIVES

Kindergarten 34

Grade One 37

Grade Two 45

Grade Three 53

Grady Four 60

Grade Five 65

Grade Six 71

Grade Seven 77

Grade Eight 83

TAUNTON HIGH SCHOOL PROGRAM 89

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TAUNTON SCHOOL COMMITTEE

1986-1987

Mayor Richard Johnson, ex officio

Marc R. Pacheco, Chairperson

Josephine Almeida

Alfred Baptista

James M. Brines

Maria F. Lopes

Gail A. Saxon

Mario Spencer

Verna A. Turner_-_-_-_-_-_-- --

ADMINISTRATION

Superintendent of Schools Dr Gerald A. Croteau

Assistant Superintendent of Schools Dr. Lincoln A. DeMoura

Director of Elementary Education Mr Leonard r. Walsh

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TAUNTON PUBLIC SCHOOLSTAUNTON, MASSACHUSETTS

READING CURRICULUM

CURRICULUM DEVELOPMENT SUPERVISORS

Dr. Lincoln A. DeMoura, Assistant Superintendent of SchoolsMr. Leonard M. Walsh, Director of Elementary Education

Dr. Kathleen Reed, K-12 Reading/K-8 Language Arts Curriculum

Danielle MarsdenSuzanne SimmonsJanet RussoJulie TokarzPaul t'ioitosoDonald IsaacsenBrenda McGowanGail CammarataMario Spencer

Laura CostaMarlene FriarySheilah McLaughlin

COMMUNITY BASED ADVISORY COUNCIL

Chair: Dr. Lincoln A. DeMoura

Nancy PerrinDorothy R. ShoemakerJames MathenyCindy WerrellLaurie HughesMark BrideauOlivia GianniniJozATTI-Assard

K-12 READING CURRICULUM COMMITTEE

Chair: Dr. Kathleen Reed

KINDERGARTEN SUBCOMMITTEE

Chair: Elaine Kyranos

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Mary PebelloHelen SylviaAlice White

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WORD RECOGNITION/VOCABULARY DEVELOPMENT SUBCOMMITTEE

Jeanne CampbellMargaret PelletierHattie CunninghamVivian Camache

Alice BeaulieuJanice GagnonJudy LancasterVirginia ChauvinMary CrowleyBarry Burke

Valerie FerreiraSteven DesrochesSusan Crovello

Edward PietnikLawrence MastersonShirley Rebello

Chair: Bethanna MacKnight

Marie CusterBarbara JackPamela CrowellDeborah Doherty

COMPREHENSION SUBCOMMITTEE

Chair: Debra Hackett

Jane CaverioMaryann McCarthyPatricia MartinRosemary PlantePatricia RogersSandra Mims

STUDY SKILLS SUBCOMMITTEE

Chair: Basille Kyranos

Kathleen CroftonJean UlrCarol Schene

RECREATIONAL READING SUBCOMMITTEE

Chair: Nancy Delaney

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Barbara NosseyAnn Ieixeira

INTRODUCTION

This curriculum was developed by a large committee ofhardworking, dedicated teachers, specialists, administrators andcommunity volunteers who spent countless hours articulating thoseelements needed to produce active interested readers. It is thehope of the committee that this document will serve as thefoundation for a program designed to insure the highest level ofliteracy for Taunton Students.

PHILOSOPHY

Since language is the primary way that individuals communicatewith each other, the ability to gain meaning from written language isan important skill to possess. The Taunton Reading InstructionalProgram has as its goal the production of students who not only canread, but who also enjoy reading.

To meet this goal, the program focuses on:

1. Providing students with reading instruction that isspecifically designed to meet each student's ability level, learningstyle, and interest

2. Choosing instructional strategies that will help studentsbecome active, thoughtful independent learners

3. Providing instructional materials that represent a varietyof modern and classical fiction and non-fiction writing

4, Developing a partnership between school and home so thatstudents see and understand the important roll that reading plays ineveryday life

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THEORETICAL AND RESEARCH BASISFOR THE TAUNTON, MASSACHUSETTS

K-12 READING CURRICULUM

The general philosophy and instructional assumptions underlyingthis Reading curriculum are based on current theory and research asfound in the literature of reading education as well as in theexpertise of the professional staff of the Taunton Public Schoolswho are familiar with the particular reading abilities and readingneeds of students in Taunton.

We have included in this curriculum recommendations and\orposition papers prepared by relevant professional groups.

Becomin a Nation of Readers was produced under the auspices of theNational Academy"of Education's Commission on Education and PublicPolicy, with the sponsorship of the National Institute ofEducation. The Academy established this Commission in 1983 to bringits members' cross-disciplinary knowledge of research in educationto bear in identifying bodies of research that might informeducational policy. This report reflects the Academy's charge thatthe Commission 'locate topics on which there has been appreciableresearch and scholarship...and gather panels of experts from withinthe Academy and elsewhere to survey, interpret and synthesizeresearch findings.' With this objective in mind, the Academy calledupon experts on various aspects of reading to form the Commission onReading, chaired by Richard C. Anderson, to prepare this report.

The last two decades of research and scholarship on reading,building on the past, have produced an array of information which isunparalleled in its understanding of the underlying processes in thecomprehension of language. Although reading abilitiei anddisabilities require further investigation, present knowledge,combined with the centrality of literacy in the educational process,rake the report cause for optimism. Gains from reading researchdemonstrate the power of new spectra of research findings andmethodologies to account for the cognitive activities entailed inschool learning. And because, in the schools and classroors acrossthe country, reading is an essential tool for success, we can hopefor significant advances in academic achievement as the policies andpractices outlined in these pages become more widespread.

Robert Glaser, PresidentNational Academy of Education

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Becoming A Nation of Readers: Recommendations

The more elements of good parenting, good teaching, and goodschooling that children experience, the greater the likelihood thatthey will achieve their potential as readers. The followingrecommendations encapsulate the information presented in this reportabout the conditions likely to produce citizens who read with highlevels of skill and do so frequently with evident satisfaction.

1. PARENTS SHOULD READ TO PRESCHOOL CHILDREN AND INFORMALLYTEACH THEM ABOUT READING AND WRITING.

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Reading to children, discussing stories and experienceswith them, and - with a light touch helping them learn lettersand words are practices that are consistently associated witheventual success in reading.

2. PARENTS SHOULD SUPPORT SCHOOL-AGED CHILDREN'S CONTINUEDGROWTH AS READERS.Parents of children who become successful readers monitor

their children's progress in school, become involved in schoolprograms, support homework, buy their children books or takethem to libraries, encourage reading as a free time activity,and place reasonable limits on such activities as TV viewing.

3. PRESCHOOL AND KINDERGARTEN READING READINESS PROGRAMSSHOULD FOCUS ON READING, WRITING AND ORAL LANGUAGE.Knowledge of letters and their sounds, words,storie:, and

question askingand.answering are related to learning to read,but there is little evidence that such activities as coloring,cutting with a scissors, or discriminating shapes (except theshapes of jettersl. pg.0MOte.reading development. . .

4. TEACHERS SHOULD MAINTAIN CLASSROOMS THAT ARE BOTHSTIMULATING AND DISCIPLINED.Effective teachers of reading create a literate classroom

environment. They allocate an adequate amount of time toreading and writing, sustain children's attention, maintain abrisk pace, and keep rates of success high.

5. TEACHERS OF BEGINNING READING SHOULD PRESAT WELL-DESIGNEDPHONICS INSTRUCTION.Though most children today are taught phonics, often this

instruction is poorly conceived. Phonics is more likely to beuseful when children hear the sounds associated with mostletters both in isolation and in words, and when they aretaught to blend together the sounds of letters to identifywords. In addition, encouraging children to think of otherwords they know with similar spellings, when they encounterwords they cannot readily identify, may help them develop theadult strategy of decoding unknown words by analogy with onesthat are known. Phonics instruction should be kept simple and

IIit should be completed by the end of the second grade for mostchildren.

II6. READING PRIMERS SHOULD BE INTERESTING, COMPREHENSIBLE, AND

GIVE CHILDREN OPPORTUNITIES TO APPLY PHONICS.There should be a close interplay between phonics

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instruction and reading words in meaningful selections. Butmost primers contain too few words that can be identified usingthe phonics that has already been taught. After the very

Iearliest selections, primers should tell complete, interestingstories.

7. TEACHERS SHOULD DEVOTE MORE TIME TO COMPREHENSION

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INSTRUCTION.Teacher-led instruction in reading strategies and other

aspects of comprehension promotes reading achievement, butthere is very little direct comprehension instruction in most

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8. CHILDREN SHOULD SPEND LESS TIME COMPLETING WORKBOOKS AND

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SKILL SHEETS.Workbook and skill sheet activities consume a large

proportion of the time allocated to reading instruction in most

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American classrooms, despite the fact that there is littleevidence that these activities are related to readingachievement. Workbook and skill sheet activities should bepared to the minimum that actually provide worthwhile practice

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in aspects of reading.... ..........-. _....._ _ ._-_

9. CHILDREN SHOULD SPEND MORE TIME IN INDEPENDENT READING.

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Independent reading, whether in school or out of school,is associated with gains in reading achievement. By the timethey are.1n thethird of fourth grade, children shouLd-road-independently a minimum of two hours per week. Children's

IIreading should include classic and modern works of fiction andnonfiction that represent the core of our cultural heritage.

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10. CHILDREN SHOULD SPEND MORE TIME WRITING.Opportunities to write more than a sentence or two are

infrequent in most American elementary school classrooms. Aswell as being valuable in its own right, writing promotesIIability in reading.

11. TEXTBOOKS SHOULD CONTAIN ADEQUATE EXPLANATIONS OF

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IMPORTANT CONCEPTS.Textbooks in science, social studies, and ocher areas

should be clearly written, well-organized, and containimportant information and concepts. Too many of the textbooksIIused in American classrooms do not meet these standards.

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12. SCHOOLS SHOULD CULTIVATE AN ETHOS THAT SUPPORTS READING.Schools that are effective in teaching reading are

characterized by vigorous leadership, high expectations, anemphasis on academic learning, order and discipline,uninterrupted time for learning, and staffs that work together.

13. SCHOOLS SHOULD MAINTAIN WELL-STOCKED AND MANAGEDLIBRARIES.Access to interesting and informative books is one of the

keys to a successful reading program. As important as anadequate collection of books is a librarian who encourages widereading and helps match books to children.

14. SCHOOLS SHOULD INTRODUCE MORE COMPREHENSIVE ASSESSMENTS OFREADING AND WRITING.Standardized tests should be supplemented with assessments

of reading fluency, ability to summarize ind criticallyevaluate lengthy selections, amount of independent reading, andamount and quality of writing.

15. SCHOOLS SHOULD ATTRACT AND HOLD MORE ABLE TEACHERS.The number of able people who choose teaching as a

profession has declined in recent years. Reversing this trendrequires higher admissions standards for teacher educationprograms, stronger standards for teacher certification,improved working conditions, and higher teachers' salaries.

16.- TEACHER_EDUCATION PROGRAMS SHOULD BE LENGTHENED ANDIMPROVED IN QUALITYProspective elementary teachers do not acquire an adequate

base in either the liberal arts and sciences or in pedagogy.They get only-a fleeting-introduction to the knowledge- required - -.-

for teaching reading. Teacher education programs should beextended to five years and the quality and rigor of theinstruction should be increased.

17. SCHOOLS SHOULD PROVIDE FOR THE CONTINUING PROFESSInNALDEVELOPMENT OF TEACHERS.Schools should have programs to ease the transition of

novice teachers into the profession and programs to keepveteran teachers abreast of advancing knowledge.

Robert Glaser, Becoming A Nation of Readers.

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In 1985 The Board of Directors of the International ReadingAssociation issued the following position paper on Reading andWiTETEj-nearly chihood:

Recent research has shown us that most children in a literatesociety begin the process of learning to read and write very earlyin their lives. Most children encounter written language duringtheir first year. Long before they enter school, children see signson buildings and highways, labels on household products, and printon television. Members of the child's family also use writtenlanguage in a variety of activities. Written language is used forevery day activities such as shopping, cooking and gardening, forkeeping in touch with other people,'for work and for e.:ertainment.Finally, many children have storybooks, picture books, alphabetbooks and counting books read to them. They also have theopportunity to write and draw. All of these experiences with printprovide opportunities for children to learn thefuactions andstructures of written language.

Thus, early childhood is an important time for learning aboutreading and writing. We are just beginning to appreciate the natureand significance of this learning. Although children mustultimately control their own learning in order for them to establishthe most positive learning habits possible, parents and teachersplay a significant role in encouraging children's literacydevelopment.

There are characteristics which mark positive home and schoolenvironments for theliberazy-development. of young children.- Ourcurrent research knowledge indicates that homes, day-care centers,nursery'schools, preschools and kindergarten classrooms that exhibitthese characteristics promote positive attitudes toward literacy andhelp young children along the and fluent-reading-and-writing.

Positive Home Environments:

1. provide a wide variety of reading and writing materialsreadily available to the child, including children's books andmagazines, various writing instruments (pens, markers, pencils,crayons, chalk) and plenty of paper;

2. have parents (and other family members such as siblingsand grandparents) who themselves engage in a variety of reading andwriting activities model for the child the pleasure and satisfactionfound in these activities;

3. have parents who read to the child on a regular basis;

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4. encourage the child's reading and writing activities, bothin interaction with the parent and independently; and

5. have responsive parents who answer the child's questionsabout language, books, reading and writing.

Positive School, Preschool and Day-Care Environments:

1. provide opportunities for all children to participate inliteracy experiences daily and thereby learn about reading andwriting;

2. provide reading and writing opportunities that focus onmeaningful experiences and meaningful language rather than merely onabstract skill development, because teaching skills out of contextdoes not ensure use in effective reading and writing;

3. focus learning activities to build upon the functions,uses and strategies of reading and writing that prevail in thechildren's home background;

4. defer instruction in the forms of reading and writinguntil children have a good grasp of the function of reading andwriting;

5. provide opportunities for children to use written languagefor a wide variety of purposes, for a wide variety of audiences andin a wide variety of situations;

6. include in each day's planned reading and writing-experiences: (a) opportunities to engage in meaningful, independentreading and writing (or reading-like and writing-like) activities;(b) teacher interaction with the children in reading and writingactivities, including reading books aloud to the children at leastonce and preferably two or more times; and (c) teacher modeling ofthe language, reading and writing activities in which they wishchildren to engage, and modeling of the pleasure and satisfactionfound in such experiences.

7. view reading and writing as a process that progresses atthe child's individual rate and therefore use sensitive monitoringof progress through careful observation and informal assessmentrather than competency testing or other forms of standardizedtesting in early childhood.

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Conclusion

Three general types of experiences help a young child learnabout reading and writing: (a) interaction with adults in speaking,listening, reading and writing situations; (b) independentexplorations of print, initially through pretend reading and"scribbling", and later through rereading familiar storybooks andcomposing messages with "invented spellings"; and (c) adult modelingof language and literacy. Each of these types of experiences iscritical in ensuring good progress in reading and writing.Therefore, parents and teachers should do whatever they can toprovide these experiences.

A final comment about children's development in reading andwriting: although children's learning and literacy can be describedin terms of generalized sequences or stages, the ages at whichnormal children pass through such stages vary greatly from child tochild. Parents and teachers should keep this fact in mind as theyinteract with young children. The primary goal should be to dowhatever possible to help children learn to read and write fluentlyand to develop lifelong reading and writing habits.

Literacy Development and Pre-First Grade

A joint statement of concerns about present practices in Pre-First Grade Reading Instruction and Recommendations for Improvementwas issued ip 1985 by the following professional groups:

Association for Childhood Education InternationalAssociation for Supervision and Curriculum DevelopmentInternational Reading AssociationNational Association for the Education of Young ChildrenNational Association of Elementary School PrincipalsNational Council of Teachers of English

Objectives for a Pre-First Grade Reading Program

Literacy learning begins in infancy. Reading and writingexperiences at school should permit children to build upon theiralready existing knowledge of oral and written language. Learningshould take place in a supportive environment where children canbuild a positive attitude toward themselves and toward language and

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literacy. For optimal learning, teachers should involve childrenactively in many meaningful, functional language experiences,including speaking, listening, writing and reading. Teachers ofyoung children should be prepared in ways that acknowledgedifferences in language and cultural backgrounds and emphasizereading as an integral part of the language arts as well as of thetotal curriculum.

What Young Children Know About Oral and Written Language Before TheyCome to School

1. Children have had many experiences from which they arebuilding their ideas about the functions and uses of oral languageand written language.

2. Children have a command of language, have internalizedmany of its rules, and have conceptualized processes for learningand using language.

3. Many children can differentiate between drawing andwriting.

4. Many children are reading environmental print, such asroad signs, grocery labels, and fast food signs.

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5. Many children associate books with reading.

6. Children's knowledge about language and Communicationsystems is influenced by their social and cultural backgrounds.

7. Many children expect that reading and writing will besense-making activities.

Concerns

1. Many pre-first grade children are subjected to rigid,formal pre-reading programs with inappropriate expectations andexperiences for their levels of development.

2. Little attention is given to individual development orindividual learning styles.

3. The pressures of accelerated programs, do not allowchildren to be risk-takers as they experiment with language andinternalize concepts about how language operates.

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4. Too much attention is focused upon isolated skilldevelopment or abstract parts of the reading process, rather thanupon the integration'of oral language, writing and listening withreading.

S. Too little attention is placed upon reading for pleasure;therefore, children often do not associate reading with enjoyment.

6. Decisions related to reading programs are often based onpolitical and economic considerations rather than on knowledge ofhow young children learn.

7. The pressure to achieve high scores on standardized teststhat frequently are not appropriate for the kindergarten child hasresulted in changes in the content of programs. Program contentoften does not attend the child's social, emotional and intellectualdevelopment. Consequently, inappropriate activities that denycuriosity, critical thinking and creative expression occur all toofrequently. Such activities foster negative attitudes towardcommunication skill activities.

8. As a result of declining enrollments and reduction instaff, individuals who have little or no knowledge of earlychildhood education are sometimes assigned to teach young children.Such teachers often select inappropriate methodologies.

9. Teachers of pre-first graders who are conductingindividulized programs without depending upon commercial readers andworkbooks need to articulate for parents and other members of thepublic what they are doing and why.

Recommendations

1. Build instruction on what the child already knows aboutoral language, reading and writing. Focus .on meaningful experiencesand meaningful language rather than merely on isolated skilldevelopment.

2. Respect the language the child brings to school, and useit as a base for language and literacy activities.

3. Ensure feelings of success for all children, helping themsee themselves as people who can enjoy exploring oral and writtenlanguage.

4. Provide reading experiences as in integrated part of thebroader communication process, which includes speaking, listeningand writing, as well as other communication systems such as art,math and music.

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5. Encourage children's first attempts at writing withoutconcern for the proper formation of letters or correct conventionalspelling.

6. Encourage risk-taking in first attempts at reading andwriting and accept what appear to be errors as part of children'snatural patterns of growth and development.

7. Use materials for instruction that are familiar, such aswell-known stories, because they provide the child with a sense ofcontrol and confidence.

8. Present a model for students to emulate. In theclassroom, teachers should use language appropriately, listen andrespond to children's talk, and engage in their own reading andwriting.

9. Take time regularly to read to children from a widevariety of poetry, fiction and non-fiction.

10. Provide time regularly for. children's independent readingand writing.

11. Foster children's affective and cognitive development byproviding opportunities to communicate what they know, think andfeel.

12. Use evaluative procedures that are developmentally andculturally appropriate for the children being assessed. Theselection of evaluative measures should be based on the objectivesof the instructional program and should consider each child's totaldevelopment and its effect on reading performance.

13. Make parents aware of the reasons for a total languageprogram at school and provide them with ideas for activities tocarry out at home.

14. Alert parents to the limitations of formal assessments andstandardized tests of pre-first graders' reading and writing skills.

15. Encourage children to be active participants in thelearning process rather than passive recipients of knowledge, byusing activities that allow for experimentation with talking,listening, writing and reading.

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FREQUENCY OF INSTRUCTION

In grades K - 4, Reading is taught as part of the Language Artsblock that includes English, Reading, Spelling and Handwriting.

Minutes per week in Language Arts

150Grade K Daily" 1 Daily 900" 2 Daily 800II 3 Daily 775" Daily 650

In grades 5 - 8, Reading instructiontaught one class period a day.

is departmentalized and

Grade 5 Daily 270It 6 Daily 270

7 Daily 270" 8 Daily 270

Grades 9 - 12 Every otherday

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(Includes Required and Elective Courses)

N.B. The frequency and timelines listed here shall beconsidered minimum allotments for Reading instruction. Additionaltime per individual school schedules through enrichment, groupprojects, remedial instruction or individualized programs isencouraged.

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SCOPE OF READING SKILLS

Our list of appropriate reading skills is presented in a waywhich we feel is comprehensive and logical. We have divided theentire list of skills that are necessary to insure that studentsbecome thoughtful, fluent, independent readers into 4 strands orcategories: Word Recognition /Vocabulary. Development, Comprehension,Study Skills and Recreational Reading. Each of these strands ispreceeded by a set of instructional assumptions that help to definehow students will be taught. To clarify terms in this curriculum,appropriate definitions are also .included.

SEQUENCE OF READING SKILLS

In order to determine the actual sequence of instruction forall reading skills, we have used the following coding system:

I =

R =

A =

C =

INTRODUCE An "I" next to a skill means that the skillshould be formally introduced to students.

RETEACH TO An "R" next to a skill means that the skillREINFORCE has previously been introduced to students

but reteaching is necessary forreinforcement

ACHIEVE An "A" next to a skill means that theCOMPETENCE majority of students in the grade will

demonstrate competence in that skill by theend of the year.

COMPETENCE A "C" next to a skill means that theASSUMED majority of students in the grade should

WiViISFieved competence in that skill atthat reading level and should find no needfor additional instruction.

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WORD RECOGNITION/VOCABULARY DEVELOPMENT SKILLS

INSTRUCTIONAL ASSUMPTIONS

The word recognition skills included in this curriculum assume thatin order for students to easily become independent readers, they need todevelop strategies to recognize words quickly and accurately. Therefore,these strategies are included:

1. phonetic analysis focusing upon sound-letter relationships

2. meaning analysis focusing upon context clues within aphrase or sentence in which the unfamiliar word appears

3. structural analysis focusing upon the parts of words suchas roots, suffixes, and prefixes of unfamiliar words

4. developing sight vocabularies focusing on high frequencywords

The vocabulary skills included in this curriculum assume that thedevelopment of oral language and the study of words and their meaningsare essential ingredients in helping students comprehend writtenlanguage.

INSTRUCTIONAL DEFINITIONS

The following definitions and examples are included to clarify termsused in this curriculum.

Consonant: Any letter except A, E, I, 0, and U. As an aid toword recognition they are taught in their initial,medial, and final position.

B, C (cat, city), D, F, G (get,gem), H, J, K, L, M,N, P, Q, R, S, T, V, W*, X, Y*, and Z

*often function as vowels

Consonant blendor cluster: Two or three consonants together which are a

blended sound. Some sound of each letter isretained. As an aid to word recognition, they aretaught in their initial and final position.

bl (black)str (string)

ck (duck)nk (wink)

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ConsonantDigraph: Two consonants together that produce one sound

that is different from either separate sound. Asan aid to word recognition they are taught in boththeir initial and final position.

sh (ship, dish)ph (phrase, graph)

Vowel: Any of five letters A, E, I, 0, U. Y and W oftenfunction as vowels.

Short/LongVowe s: As an aid to word recognition vowels are taught in

their long and short sound form.

a (hat)o (hop)

a (cake)o (hope)

Variant VowelSounds Dipthongsschwa: Two vowels together which are a blended sound.

Some of each vowel sound is retained.

Vowel1T5Tiph:

ow (cow)of (oil)

Two vowels together where only one is heard.

ea (mean)ow (blow)ue (true)

R-ControlledVowel: a vowel that is followed by an r that controls its

sound

ar (car)ur (fur)

Homophones: words which are pronounced the same but havedifferent meanings and spellings

beat, beetto, two, too

Homographs: words which are spelled the same but havedifferent meanings and pronounciations

wind - wind

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Connotative: meaning of a word is what it suggests or isassociated with rather than its literal or exactdefinition

Denotative: meaning of a word is its exact or literaldefinition

IdiomaticLanguage:

FigurativeLanguage:

The denotative meaning of a book is a bound set ofpages while its connotative meaning might includepleasure, escape, etc.

includes expressions having a special meaningdifferent from the usual meaning of the words."To put up with" is an idiom meaning to endure.

departs from the literal, exact meaning of wordsto create a vivid effect. Blazing in the phrase,the tiger has blazing eyes, is a word usedfiguratively.

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WORD RECOGNITION

THE STUDENT WILL BE ABLE TO:

Visually discriminateobjects, upper andlower case letters,words I/R A C C C C C C C

Match upper and lowercase letters I/R A C C C C C C C

Recognize letter names incapital & lower caseforms

Demonstrate visual memoryof objects, upper andlower case letters, words

Understand that words andsentences are read fromleft to right

Auditorily discriminatesame and different sounds,letters, and words

Rhyme Words

Recite the Alphabet

Identify initial consonantsounds

I/RACCCCCCC

I/R R/A C C C C C C C

I/R A C C C C C C C

I/R R/A C C C C C C C

I/R R R R/A C C C C C

I/R A C C C C C C C

I/R R/ACCCCCCCIdentify final consonantsounds I R/A C C C C C C C

Identify medial consonantsounds I/R R/A C C C C C C

Identify words usingknowledge of wordfamilies or phonogramsand initial and finalconsonant substitution I R/A R/A C C C C C C

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WORD RECOGNITION


Identify words usingknowledge of initial andfinal consonant soundsand context clues I R/A R/A C C C C C C

Identify words usingknowledge of doubleconsonants I R R/A C C C C C

Identify words usingknowledge of initial andfinal consonant diagraphs I R R/A C C C C C

Identify words usingknowledge of initial andfinal consonant blends I R R/A C C C C C

Identify words usingknowledge of silentconsonants I R R/A C C C C C

Identify words usingknowledge of-short vowelsounds in initial andmedial position

Identify words usingknowledge of short vowelsubstitution and contextclues

Identify words by usingknowledge of long vowelsounds in initial andmedial position

Identify words usingknowledge of long vowelsubstitution and contextclues

I R R/A C C C C C

I R R/A C C C C C

I R R/A C C C C C

I R R/A C C C C C

IIIIIIII1

IIII1

IIIII

WORD RECOGNITION


Identify words by usingknowledge of variantvowel sounds

Identify words by usingknowledge of voweldiagraphs

Identify words by usingknowledge of vowelpatterns

Identify words by usingknowledge of root words,prefixes, suffixes,contractions, syllabifica-tion, possessives,inflectional endings,accent.

Identify words by usingknowledge of compoundwords, regular plural formof known words, irregularplural form of knownwords, abbreviations,hyphonated words,homophones

K 1 2 3 4 5....678_

R R/A C C C C C

R R/A C C C C C

R R/A C C C C C

I R R R R R R R/A

I R R R R R R R/A

Recognize a specific groupof words accurately andquickly I/R/A/C

26-22-

>

VOCABULARY DEVELOPMENT

K 1 2 3 4 5 6 7 8


Demonstrate an oral under-standing of key conceptwords and everyday livingwords I R/A C C C C C C C

Follow mulitple step oraldirections I R/A R/A R/A C C C C C

Understand that words canhave multiple meanings I R/A R/A R/A R/A R/A R/A R/A C

Classify words by meaning I R/A R/A R/A R/A R/A R/A R/A C

Identify the meaning ofwords from knowledge ofroots, prefixes, suffixes,accent I R R R R R R R

Determine meanings of wordsfrom context I I,'R R R R R R R

Understand connotative anddenotative meanings ofwords I R R R R R

Recognize synonyms andantonyms of known words I R R R R R R R R

Identify word meanings byunderstanding analogies I R R R R R

Interpret idiomatic language I R R R R R R R

Interpret figurative language I R R R R R R R

Identify the meaning ofvarious homophones,homographs I R R R R R R R

Identify word meaning byusing knowledge of wordorigins, word histories I R R R R R

27-23-

I

COMPREHENSION SKILLS


Because reading can primarily be defined as constructing meaningfrom written text, the comprehension skills included in this curriculumare based on several assumptions.

1. All students at all grades and all ability levels needinstruction in comprehension.

2. Literal, inferential, and evaluative skills are often thesame at all grade levels. The expectation is that as thestudent progresses through the grades he/she is asked toread more difficult written material.

3. In order for students to become skilled readers they needexperience reading all styles and forms of written material.

4. Since attitude toward reading can affect how well a studentunderstands what is read, every effort should be made todevelop students who have positive attitudes toward reading.

5. Good readers make use of what they already know when readingtext. Therefore, comprehension instruction should helpstudents broaden their experience, increase their ability tothink and solve problems, and teach self monitoring techniques.

INSTRUCTIONAL DEFINITIONS

The following definitions and examples are included to clarifyterms used in this curriculum.

1. Literal Comprehension: The level of comprehension where thereader can verify by rereading. Information isexplicitly stated.

2. Inferential Comprehension: The level of comprehension wherethe reader has to interpret what is read. It involvessummarizing, generalizing, and drawing conclusions based onimplied information.

3. Evaluative Comprehension: The level of comprehension wherethe reader has to read critically. Judgements about what hasbeen read have to be made.

28-24-

II

I

I

I

I

I

I

I

I

I

I

I4

I

I

I

I,

COMPREHENSION

THE STUDENT IS ABLE TO:

Understand the importanceof listening

Can classify objects andpictures by categories

Identify the structure of aspoken story includingsequence of events, setting,characters, and author'spurpose

Make inferences-stories

Retell a spokenown words

in spoken

story in

Predict events from clues,identify main ideas, details,sequence of events and causeand effect relationship thatare explicitly stated inwritten material

Identify character traits andmotives that are explicitlystated in narrative writing

Can distinguish betweennarrative and informationalwriting

Understand author's purposein written material

Infer the main idea, details,sequence of events and causeand effect relationships inwritten material

K 1 2 3 4 5 6 7 8

I R/A C C C C C C C

I I/RCCCCCCC

I R R/A C C C C C C

I I/R R/A R/A R/A R/A R/A R/A R/A

I R R R/A C C C C C

-25-

I R/A R/A R/A R/A R R R/A

I R R R R R R R

I R R/A C C C C C

I R R R R R R R

I R R R R R R R

29

COMPREHENSION


Infer character traits andmotives in narrative writing I R R R R R R R

Follow written directions I R R/A C C C C C

Adjust rate to fit purpose ofwriting when reading silently- *IRRRRRRRMake judgments based on whatis read I R R R R R R R

Identify evidence to supportconclusions in writtenmaterial I R R R R R

Project meaning throughintonation when readingorally I R R R R R R R

Develop meaningful phrasingwhen reading orally I R R R R R R R

Adjust rate and volume to fitmood and purpose of writingwhen reading orally I R R R R R R R

Dramatize a story or play byreading orally I R R R R R R R

Distinguish between fact andfantasy in written material I R R R R R R R

Anticipate the outcome of astory I R R R R R R R

Distinguish fact from opinionin written material I R R R R R

Make use of self-monitoringtechniques to checkcomprehension I R R R RR R R

30-26-

11...

STUDY SKILLS


1. All students need instruction in study methods such as timemanagement, test taking skills, notetaking, reading rateadjustment, etc.

2. All students need instruction in the use of library servicesand reference materials as well as opportunities to practiceand apply these skills.

3. All students need practice in applying reading skills in reallife settings such as reading labels, schedules, charts, menus,etc.

31-27-

STUDY SKILLS

K 1 2


Understand alphabetical order I R

Read everyday symbols andsigns I R

Understand and make use oflibrary services I R

Recognize and use parts of abook such as: table ofcontents, glossary, index,page location

Understand the typographicalformat used in textbooksincluding such graphic aidsas italicized words, marginnotes, and chapter heads

3 4 5 6 7 8

R R/A C C C C

R R/A C C C C

R R R R R R/A

I R R R R R R R

I R R R R R/A

Recognize parts of a dictionarysuch as: guide words, entrywords, pronunciation key I R R R R/A R/A R/A C

Use a dictionary to gainmeaning I R R R R R R R/A

Understand the functions ofa dictionary such as:defining and pronouncingwords, determining spell-ing, parts of speech, etc.

Gain information from pictures,graphs, tables, charts,diagrams, etc,

Gain information from a direct-ory such as: telephone bookcatalog

Gain information from a timeline, schedule, menu, guarantee

-28-

I

32

I R R R/A R/A R/A

R R R R R R/A

I R R R R R/A

I R R R R R/A

STUDY SKILLS


Interpret information foundin advertisements, healthand safety labels

Read and interpret forms and/or applications

Gain information by scanningand skimming printed material

Become familiar with referencematerials such asencyclopedias, almanacs,atlases

Evaluate reference sources foraccuracy and appropriateness

Summarize content and refer-ence materials

Outline content and refer-ence material by identifyingtopics, subtopics anddetails

Take notes while reading con-tent and reference material

Organize a study and memoryplan for learning newinformation

Prepare guided readingquestions

Develop strategies forstudying for and takingtests

K 1

33-29-

2 3 4 5 6 7 8

I R R R R R R/'

I R R R R R/A

I R R R R R R/A

I R R R R R R/A

I R R R/A

I R R R R/A C

I R R R R/A C

I R R R/A

I R R/A

I R R R R/A

I R R R R/A

STUDY SKILLS


Use effective methods such asSQ3R when reading contentmaterial

Understand the parts of anewspaper and its special-ized vocabulary

Understand the function ofvarious sections of anewspaper

K 1 2 3 4 5 6 7 8

-30-

34

I R R R R/A

I R R R/A

I R/A

RECREATIONAL READING SKILLS


This reading curriculum is based on the assumption that aninstructional reading program should strive to create students who notonly can read but students who like to read and choose reading as aleisure time activity..

1. To become lifetime readers students need access tointeresting and informative books and school personnelwho are familiar with children's books

2. Students need instructional time in school to enjoyreading books and stories

RECREATIONAL READING

K 1 2 3 4 5 6 7 8.... ....


Derive enjoyment ',fromlistening to stories andbooks that are read aloud IRR.RRRRRRDerive enjoyment from read-ing stories and books I R R R R R R R

Enjoy listening to andreading poetry I R R R R R R R R

Relate incidents in storiesor books to his or her ownlife I R R R R R R R R

Empathize with charactersin stories or books I R R R R R R R R

Respond positively to anauthor's use of language I R R R R R R R

Develop an imagination bylistening to and readingstories and books I R R R R R

Enjoy an author's use ofhumor in stories and books I R R R R R R R R

Develop social values throughexperiences listening to andreading stories and books

Develop aesthetic valuesthrough experienceslistening to and readingstories and books

Have experiences with classicand modern works of fictionand nonfiction that representthe core of our Americancultural heritage

I R R R R R R R

I R R R R R R R

I R R R R R R ft

IIIIIIIIIIIIIIIIIII

'RECREATIONAL READING


Develop an appreciation of avariety of ethnic groupsand cultures by listeningto and reading storiesand books

Have positive experiencessharing with others booksand stories that have beenread

37

-33-

IIIIIIIIIIIIIIIIIII

WORD RECOGNITION

KINDERGARTEN - LEARNING OBJECTIVES


Visually discriminate objects, upper and lower case letters, words

Match upper and lower case letters

Recognize letter names in capital SI lower case forms

Demonstrate visual memory of objects, upper and lower case letters,words

Understand that words and sentences are read from left to right

Auditorily discriminate same and different sounds, letters, andwords

Rhyme Words

Recite the Alphabet

Identify initial consonant sounds

Identify final consonant sounds

Identify words using knowledge of word families or phonograms andinitial and final consonant substitution

Identify words using knowledge of initial and final consonant soundsand context clues

38-34-



THE'STUDENT WILL BE ABLE TO:

Demonstrate an oral understanding of key concept words and everydayliving words

Follow multiple step oral directions

Understand that words can have multiple meanings

Classify word) by meaning

Recognize synonyms and antonyms of known words

COMPREHENSION



Understand the importance of listening

Can classify objects and pictures by categories

Identify the structure of a spoken story including sequence ofevents, setting, characters, and author's purpose

Make inferences in spoken stor4as

Retell a spoken story in own words

Infer character traits and motives in narrative writing

39

-35-

STUDY SKILLS



Understand alphabetical order

Read everyday symbols and signs

Understand and make use of library services

IIRECREATIONAL READING

IKINDERGARTEN - LEARNING OBJECTIVES

IITHE STUDENT WILL BE ABLE TO:

Derive enjoyment from listening to stories and books that are readaloud

Derive enjoyment from reading stories and books

Enjoy listening to and reading poetry

Relate incidents in stories or books to his or her own lifo

Tmpathize with characters in stories or books

Respond positively to an author's use of language

Enjoy an author's use of humor in stories and books

Develop an appreciation of a variety of ethnic groups and culturesby listening to and reading stories and books

40-36-

WORD RECOGNITION

GRADE ONE - LEARNING OBJECTIVES


Visually discriminate objects, upper & lower case letters, words

Match upper & lower case letters

Demonstrate visual memory of objects, upper & lower case letters,words

Recognize & name letter in capital & lower case forms

Understand that words & sentences are read from left to right

Auditorily discriminate same & different sounds, letters, and words

Rhyme words

Recite the alphabet

Identify ititial consonant sounds

_b (ball) w (web) d (dig) f (fish)c (k cat) x (zxylophone) g (g get) j (jump)k (kite) y (you) h (hop) 1 (like)mqut

v

(me)__ _

(kw queen)(to)(van)

.....z (z zebra) pr

s

(pig)(run)(sun)

g (gem)

Identify final consonant sounds

g (dig)d (good)s (s bus)

n (can)m (swim)s (z has)

Identify medial consonant sounds

p(hop) t (cat)x (ks mix) 1 (pal)v (e) (v have)


at (cat) ed (bed) ig (dig) op (hop)


41-37-

WORD RECOGNITION



Identify words using knowledge of double consonants

Identify words using knowledge of initial consonant digraphs

Identify words using knowledge of final consonant digraphs

ck (duck) 11 (fill) ng (ng sing). ff (f cuff) ss (s miss)

Identify words using knowledge of vowel digraphs

ee (i see) ai (i train) ay (a play)ea (e eat) ou (ou, out) ow (ou, how)

Identify words using knowledge of initial consonant blends

br (brown) fr (frog) bl (bl black)cr (kr crab) gr (gr grass) gl (gl glad)dr (dr drum) pr (prize cl (kl cloud)st (st step) tr (tr train) fl (fl flag)

sl (s1 sleep)pl (pl play)sk (sk skys)sp (sp spin)

Identify words using knowledge of final consonant blends

ld (ld told) nk (ngk drink) sp (sp grasp)nd (nd and) sk (sk, ask) st (st must)

Identify words using knowledge of silent consonants

Identify words using knowledge of short vowel sounds in medialposition

a (cat) o (hop) e (bed) u (cup) i (dig)

Identify words using knowledge of short vowel substitution andcontext clues

Identify words by using knowledge of long vowel sounds in medialposition

(like) CT (stone) Ti (June)

42-38-

i (cake) a (Pete)

WORD RECOGNITION



Identify words by using knowledge of long vowel sounds in initial &final position

-S- (she)

Identify words using knowledge of long vowel substitution andcontext clues

Identify words by using knowledge of variant vowel sounds

Identify words by using knowledge of vowel pattern cvc (hot)

cvce (like), cv (he)

Identify words by using knowledge of root words, prefixes andsuffixes

Identify words by using knowledge of contractions

isn't won't

Identify words by using knowledge of inflectional endings

s verbsing verbsed verbs

s nouns

Identify words by using knowledge of syllabification, possessives,accent

's

Identify words by using knowledge of compound words

Identify words by using knowledge of regular and irregular forms ofknown words

s (ball, balls)

Identify words by using knowledge of abreviation and hyphonatedwords

Recognize a specific group of words accurately and quickly

-39-43

IIIIIIIIIIIIIIIIII




Demonstrate an oral understanding of key concept words and everydayliving words



Classify words by meaning

Determine the meaning of words from context

Recognize synonyms and antonyms of know words

Interpret ideomatic language

Interpret figurative language

Identify the meanings of various homophones and homographs

COMPREHENSION



Understand the importance of listening

Can classify objects and pictures by categories

Identify the structure of a spoken story including sequence ofevents, setting characters, and author's purpose

Make inferences in spoken stories


Predict events from clues, identify main ideas, details, sequence ofevents and cause and effect relationship that are explicitly statedin written material

Identify character traits and motives that are explicitly stated innarrative writing

Can distinguish between narrative and informational writing

Understand author's purpose in written material

Infer the main idea, details, sequence of events and cause andeffect relationships in written material


Follow written directions

Adjust rate to fit purpose of writing when reading silently

Make judgments based on what is read

Project meaning through intonation when reading orally

Develop meaningful phrasing when reading orally

Adjust rate and volume to fit mood and purpose of writing whenreading orally

Dramatize a story or play by reading orally

COMPREHENSION



Distinguish between fact and'fantasy in written material

Anticipate the outcome of a story

Make use of self-monitoring techniques to check comprehension

4 02-

STUDY SKILLS





Recognize parts of a dictionary such as: guide words, entry words,pronunciation key

Use a dictionary to gain meaning

Understand and make use of the library services -

Know that the materials in the library have a specificarrangement

Identify and locate the easy collection

An initial understanding of the difference between fiction andnonfiction

Identify the parts of a book: the cover, both back and front,the spine, spine label, title page, author, title andillustrator

Follow library procedures

47-43-







Relate incidents in stories or books to his or her own life

Empathize with characters in stories or books


Develop an imagination by listening to and reading stories and books


Develop social values through experiences listening to and readingstories and books

Develop aesthetic values through experiences listening to andreading stories and books

Have experiencedwith-cridifc-ifid-modden-vicifkd-of-ffcEion andnonfiction that represent the core of our American cultural heritage


Have positive experiences sharing with others books and stories thathave been read

48

-44-

WORD RECOGNITION

GRADE TWO - LEARNING OBJECTIVES


Rhyme words

Identify medial consonant sounds


at (cat) ed (bed) ig (dig) op (hop)





ck (duck). 11-4fill) ng (sing)ch (much) dg(e) badge tch (catch)

ff(cuff) ss (miss)


ee. (I see) ea (- eat) ai (i train) ou (or, out) ay (I play)ow (ou, how) ew (chew) ie (pie) of (oil) oy (boy)


br (brown) fr (frog) tr (train) cl (kl cloud)cr (kr crab) gr (gr grass) bl (bl black) fl (fl flag)dr (dr drum) pr (prize) gl (gl glad) sl (sl sleep)st (st step) scr (scream) spr (spread) str (stream)sw (swim) tw (twin) wh ( what) squ (squash)pl (pl play) sk (sk sky) sp (sp spin)

Identify words using knowledge of final consonant blends

ld (ld told)nd (nd and)

nk (ngk drink) sp (sp grasp)sk (sk ask) st (st must)

49-45-

WORD RECOGNITION




i gh (high) gn (gnaw) kn (know) wr (write)


a (cat) o (hop) e (bed) u (cup) i ( dig)


Identify words by using knowledge of long vowel sounds in medialposition

T (like) 3 (stone) i (June) i (cake) e (Pete)


i ( she)

Identify-words-using-knowledge-of long -vowel-substitution andcontext clues


Identify words by using knowledge of vowel patterns

cvc (hat) cvce (like) cv (he)


ful lyless y


isn't won't haven't

WORD RECOGNITION




s verbs s nounsing verbs er nounsed verbs est nouns

plural possessives

Identify words by using knowledge of syllabification, possessivos,accent

's



s (ball, balls) fox (foxes) mouse (mice)

Identify words by using knowledge of abbreviation and hyphonatedwords


U11-47-












.

52-48-

COMPREHENSION



Identify the structure of a spoken story including sequence ofevents, setting, characters, and author's purpose



Predict events from clues, identify main ideas, details, sequence ofevents and cause and effect relationships that are explicitly statedin written material












Distinguish between fact and fantasy in written material



53-49-

STUDY SKILLS





Recognize and use parts of a book such as: table of contents,glossary, idex, page location

Recognize parts of a dictionary such as guide words, entry words,pronunciation key


Understand the functions of a dictionary such as: defining andpronouncing words, determining spelling, parts of speech, etc.

Gain information from pictures, graphs, tables, charts, Jiagrams,etc.

Gain information from a directory such as: telephone book, catalog

Gain information from a time line, schedule, menu, guarantee

Interpret information found in advertisements, health and safetylabels

Gain information by scanning and skimming printed material

Become familiar with reference materials such as encyclopedias,almanacs, atlases

Summarize content and reference materials

Outline content and reference material by indentifying topics,subtopics and details

Understand and make use of library services -

Locate a book in the easy section by the author's last name

Know that the spine label tells where the book is placed on theshelf

54-50-

I

1

1

I1

I

II1

1

I

II

STUDY SKILLS




Know that books on specific subjects may be located in thenonfiction section of the library and can locate a book on aspecific subject with the help of the library staff

Locate the primary level encyclopedias and.find a topic withthe assistance of the library staff

Identify additional parts of a book: the publisher, place ofpublication, date of publication

Become familiar with primary periodicals

Determine the difference between fiction and nonfiction in themost obvious instances














Have experiences with-classic and modern works of fiction andnonfiction that represent the core of our American cultural heritage



-52-

WORD RECOGNITION

GRADE THREE - LEARNING OBJECTIVES


Rhyme words



ph ( photo)


lk (talk) mb (thumb)


ee (e see) ea (li eat) ai (i train) ou (ou,out) ay (a play)ow (ou how) ough (dough) (cough) (though) au(gh) (laugh)


br (brown) fr (frog) tr (train) cl (kl cloud)cr (kr crab) gr (gr grass) bl (bl black) fl (fl flag)dr (dr drum) pr (prize) gl (gl glad) sl (sl sleep)st (st step' scr (scream) 'spr (spread) str (stream)sw (swim) tw (twin) wh (what) squ (squash)pl (pl play) sk (sk sky) sp (sp spin)

Identify word:: using knowledge of final consonant blends

ld (told) nk (ngk drink)nd (and) sk (ask)

sp (sp grasp)st (must)


i (gh) high

ch (much)mb (thumb)



Identify words by using knowledge of long vowel sounds in dedialposition

57-53-

WORD RECOGNITION

GRADE THREE -LEARNING OBJECTIVES



Identify words using knowledge of long vowel substitution andcontext clues


Identify words by using

cvc (hot) cvce

knowledge of

(like) cv

vowel pattern

(he)

Identify words by usingsuffixes

knowledge of root words, prefixes and

Prefixes Suffixes

de en re ful ly ment nessdis un less y ish ion


isn't won't haven't


s verbsing verbsed verbs

s nounser nounsest nouns

plural possessives


's



s (ball, balls) es (fox, foxes) mouse (mice)

-54- 49 8

WORD RECOGNITION









Identify word meaning by using knowledge of word origins, wordhistories








Understand connotative and denotative meanings of words

Identify word meanings by understanding analogies

-55- 59

1-

COMPREHENSION










Infer character traits and motives in nat-ative writing




Identify evidence to support conclusions in written material







Distinguish fact from opinion in written material'


-56-

STUDY SKILLS





Recognize and use parts of a book such as: table of contents,glossary, index, page location

Understand the typographical format used in textbooks including suchgraphic aids as italicized words, margin notes, and chapter heads




Gain information from pictures, graphs, tables, charts, diagrams,etc.








Outline content and reference material by indentifying ':opics,subtopics and details

-"El

STUDY SKILLS



Have an initial understanding that the card catalog has atleast one card for each book in the library and can locatebooks using the call numbers on the catalog cards

Understand the general shelf arrangement of the books

Define the difference between fiction and nonfiction

Know the difference between the reference collection and theregular collection

Become familiar with the term biography and know thatbiographies are arranged alphabetically by the subject's lastname

Identify addtional parts of a book: the table of contents,dedication, preface, appendix, glossary, bibliography, andindex

Look up information on topic in a general encyclor,edia

Become familiar with the periodicals including special subjectperiodicals

Know that an important part of a book is the index

62-58-









Respond positively to an author-s use of language





Have experiences with classic and raodern works of fiction andnonfiction that represent the core of our American cultural heritage



133

-59-

WORD RECOGNITION

GRADE FOUR - LEARNING OBJECTIVES







Identify words by using knowledge of abbreviations and hyphonatedwords











Identify the meanings of various homophones and homo,raphs



-60- 64

COMPREHENSION





Identify character trait:s and motives that are explicitly stated innarrative writing





Make judgements based on what is read








Distinguish fact from opinion in written material


-61-

STUDY SKILLS





Understand and make use of library services





Understand tte_functions_of a,dictiomary-such as4defining andpronouncing words, determining spelling, parts of speech, etc.









Outline content and reference material by identifying topics,subtopics and details

66-62-

STUDY SKILLS



Take notes while reading content and reference material

Prepare guided reading questions

Develop strategies for studying for and taking tests

Use effective methods such as SQ3R when reading content material


Understand that the card catalog is an index to the librarycollection and use the card catalog to locate materials byauthor, title, and subject

Locate materials using the call numbers on the catalog cards

Understand the difference between fiction and nonfiction

Understand that Dewey Decimal System is used so thatmaterials on the same subj ct will be put together on thelibrary shelves

Know in addition to how to use encyclopedias anC dictionaries,to know that the atlas is a book of maps and the almanac is asource of statistics and other current facts

Define the term biography and locate information about a person

Become familiar with the intermediate magazines in the libraryand know how to use them for information

Know how to use the index in a book

-63-67

IIIIIIIiIIIIIIIIII














Have experiences with classic and modern works of fiction andnonfiction that represent the core of our American cultural neritage

Develop an appreciation of a vari ty of ethnic groups and culturesby listening to and reading stories and books


G8-64-

IIIIII

IIII

III

III

II

I

WORD RECOGNITION

GRADE 5 -LEARNING OBJECTIVES








mouse (mice)



GRADE FIVE - LEARNING OBJECTIVES



Understaad that words can have multiple meanings


Determine the meaning of words from text



-65- 69

I

II

I

I


GRADE 5 - LEARNING OBJECTIVES


Identify figurative language

Identify the meaning of various homophones and homographs

Understand connotative and denotative meanings of wards


-667°

COMPREHENSION




Predict events from clues, :dentify main ideas, details, sequence ofevents and cause and effect :elationships that are explicitly statedin written material
















71-67-

I

I

I

I

I

I

I

I

I

I

I

II

I

I

I

1

I

I

STUDY SKILLS





Recognize parts of a dictionary such as: guide words, entry vords,pronunciation key















-68- 72

STUDY SKILLS




Understand the -,arts of a newspaper and its specialized vocabulary


Know how to find information in the card catalog by lookir.7under the name of an author, title or subject and then use thecall number to locate the materials in the library collection

Understand cross-references

Understand the difference between fiction and 11,.-nfiction andknow about various kinds of fiction (fantasy, mystery, etc.)

Become familiar with the ten main classes of the Dewey DecimalSystem

Determine the reference source most appropriate for a specificpurpose

. , .

Know how to use different types of biographical materialsincluding collective biographies

Know that periodicals are a source of current information andbecome familiar with an index to periodicals (Children's Index)

Use almanacs to find statistics and other facts and use atlasesto locate places

73-69-













Develop aesthetic values through experience's listening to andreading stories and books

Have experiences with classic and modern works of fiction andnonfiction that represent the core of our American cultural heritage



74-70-

WORD RECOGNITION

GRADE SIX - LEARNING OBJECTIVES








mouse (mice)



GR.DE SIX - LEARNING OBJECTIVES







75-71-




Identify ideomatic language

Identify figurative language

Identify the meaning of various homopnones and homographs



76-72 -.

COMPREHENSION










Make judgments 7baged-611 Whet- is7read.."'










-73-

IIIIIIIIIIIIIIIII

II

STUDY SKILLS








Gain information from pictures, graphs, tables, charts, diagrams,atc.






Become familiar with reference materials such as: encyclopedias,almanacs, atlases

Evaluate reference sources for accuracy and appropriateness


Outline content and reference material by identifying topics,subtopics, and details


Organize a study and memory plan for learning new information

-74-

STUDY SKILLS


THE STUDVNT WILL BE ABLE TO:




Understand the parts of a newspaper and its specialized vocabulary

Understand and make use of the library services -

Interpret information on catalog cards, e.g , publisher,copyright, whether illustrated

Understand and use cross-references

Understand the difference between fiction and nonfiction andknow the various kinds of fiction (fantasy, fiction, etc.)

Understand the ten main classes of the Dewey Decimal System

Distinguish the unique characteristics of various referencesources - in particular, dictionaries, encyclopedias, almanacs,atlases, biographical and geographical dictionaries

Become familiar with the different types of biographicalsources (biographical dictionaries, collective biographies andbiographies)

Interpret citations in Children's Index

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Respond positively to an author's Use of language





Have experiences with classi:C. iidMCaern-WOrk-s of fiction andnonfiction that represent the core of our American cultural heritage



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WORD RECOGNITION

GRADE SEVEN - LEARNING OBJECTIVES


Identify words by usingsuffixes

knowledge of root words, prefixes and



Identify words by usingaccent

knowledge of syllabification, possessives,


Identify words by usingknown words

mouse (mice)

knowledge of regular and irregular forms of

Identify words by usingwords

knowledge of abbreviation and hyphonated


GRADE SEVEN - TEARNING OBJECTIVES


Identify word meaning b/ using knowledge of word origins, wordhistories



Determine the meaning of words from text



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COMPREHENSION



















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STUDY SKILLS

















Outline content and reference material by identifying topics,subtopics, and details



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STUDY SKILLS







Understand the function of various sections of a newspaper


Understand the sources of information available, the way inwhich these various sour,:es are organized and know how to usethis information

Use the information on the catalog cards to compile abibliography

Understand that the ten main classes of the Dewey DecimalSystem can be subdivided into more specific subjects

Become familiar with Abridged Reader's Guide to Periodical,iterature

Become familiar with periodicals on microfiche

Identify specialized indexes that provide access to informationby subject in books

Become familiar with additional biographical sources, e.g.,Current Biography







Relate incidents in stories or books to his or her-own life





Develop social values through experiences listening to and readingstories. and books





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,WORD RECOGNITION

GRADE EIGHT - LEARNING OBJECTIVES






Ide ify words by using knowledge of compound words


mouse (mice)










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COMPREHENSION




Predict events from clues,. identify main ideas, details, sequence ofevents and cause and effect relationships that are explicitly statedin written material





Adjust rate to fit purpose of writing when reading silently. _


IdentFy evidence to support conclusions in written material









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STUDY SKILLS


THE STUDENT WILL BE ABLE:



















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STUDY SKILLS





Understand the function of various sections of a newspaper


Understand that the ten main classes of the Dewey DecimalSystem can be subdivided into more specific subjects

Interpret citations in Abridged Reader's Guide to PeriodicalLiterature

Use specialized indexes (Short Story Index and Granger's Indexto Poetry) and indexes beyond the library's immediatecollection

Bed-onid.Tarttria-t-likth additional reference sources (e.g.,Bartlett's Familiar Quotations)

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TAUNTON HIGH SCHOOL

GRADES 9-12

The High School Reading Program consists of a remedial lab forstudents with reading deficiencies and two (2) elective courses.

READING LAB B

Reading Lab B provides students with reading deficienciesintensive, individualized reading instruction. Emphasis is placed ondeveloping each student's word analysis, vocabulary, and comprehensionskills.

INDIVIDUALIZED READING

This course is designed for those students who enjoy the companyof a good book. Emphasis is placed on helping students increase theirenjoyment of reading and on expanding their taste in the types ofbooks that they choose to read. Book sharing and discussion areimportant parts of this course.

Students will have access to the Taunton High School Librarycollection as well as to the collection of paper!Ick books thatpresently exist in the high school reading labs.

INSTRUCTIONAL OBJECTIVES


Become familiar with a variety of book types such as:

non-fictionhistorical fictionscience fictionsportsmysteryhorroradventureclassicsbiography/autobiography

Learn library procedure.

Expand their interest in reading.

Become familiar with a variety of written responses to bookssuca as:

annotated bibliographiesbook reviewsbook reports

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INSTRUCTIONAL OBJECTIVES (Continued)


Become familiar with a variety of oral responses to books suchas:

debatesdramatizationbook talks

Become familiar with a variety of artistic responses to bookssuch as:

postersadvertisementsdiaramasbook jackets

Become familiar with a variety of authors.

TEST TAKING TECHNIQUES

This course is designed to help students understand simple, soundtest taking strategies that could help them experience greater successin taking tests. It is not a cram course but rather a set ofexperiences structured to help them understand questioningtechniques. Practical hints, suggestions, and practice can help buildstudents' confidence when they approach a test taking situation suchas the PSAT or the SAT.

INSTRUCTIONAL OBJECTIVES


Become familiar with the kinds of personal information usuallyrequired on test answer sheets.

Practice recording this information quickly and accurately.

Learn to properly mark answer spaces on test answer sheets.

Learn the importance of carefully reading and followingdirections.

Practice strategies designed to make effective use of test takingtime.

Identify ways to mentally prepare themselves for taking a test.

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INSTRUCTIONAL OBJECTIVES (Continue()


Learn how to predict test questions.

Become familiar with a strategy for choosing a correct answerby systematically eliminating wrong answers.

Discover how to answer questions by making key question wordssuch as who, what, why, when, which, where, and how.

Learn to find answers to questions by matching key words andkey phrases in test questions with identical or similarinformation in reading passages.

Become familiar with cue words in true/false questions.

Learn how to identify cue words in essay questions.

Discover steps to take in answering essay questions.

Identify steps to take in proofreading answers.

Develop skills in finding antonyms.

Become familiar with antonym type questions.

Become familiar with sentence completion type questions.

Develop skills in recognizing logical consistency among elementsin a sentence.

Become familiar with analogy type questions.

Develop an ability to analyze relationships among words.

Practice identifying the main idea of a reading selection.

Practice finding the specific details mentioned in a readingselection.

Practice finding implications and drawing inferences from areading selection.

Practice using context clues to uncover word meanings.

Practice determining the mood of an author.

Review vocabulary common to college entrance exams.

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INSTRUCTIONAL OBJECTIVES (Continued)


.Review prefixes, suffixes, and root words as part of vocabularystudy.

Practice using test taking techniques on sample tests.

Become familiar with procedures necessary to register for collegeentrance exams.

Become familiar with test dates of appropriate college exams.

Be able to interpret College Board test scores.

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Documents

DOCUMENT RESUME ED 285 128 CS 008 877 · DOCUMENT RESUME ED 285 128 CS 008 877 TITLE Reading K-12. INSTITUTION Taunton Public Schools, MA. PUB DATE 87 NOTE 96p.; Prepared by the K-12